scholarly journals Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success

2020 ◽  
Vol 11 (2) ◽  
pp. 52-59
Author(s):  
Peggy Essl ◽  
Michelle Bellon ◽  
Caroline Ellison
Keyword(s):  
Undergraduate Students ◽  
Professional Growth ◽  
Positive Impact ◽  
Student Experiences ◽  
Integrated Learning ◽  
Optimal Learning ◽  
International Work ◽  
Brunei Darussalam ◽  
Selection Interviews ◽  
Work Integrated Learning

This pilot study explored the experiences of undergraduate students studying disability who undertook a three-week international Work Integrated Learning (WIL) placement in Brunei Darussalam. Presented are the students’ perspectives of the value of the international WIL and its impact on their personal and professional growth. Semi-structured in-depth interviews were conducted and transcripts analysed using a thematic and iterative qualitative approach compatible with phenomenology. Three major themes exploring student experiences emerged: ‘valued experiences’, ‘cultural dissonance’ and ‘personal and professional growth’. Four recommendations relate to ‘selection interviews, comprehensive pre-departure sessions, accommodation, and quality university supervision’. Indicative findings suggest the placement had a valuable and positive impact on the students, increasing their cultural competence and assisting with their personal and professional growth. Additionally, the findings provide further insight on what makes international WIL placements successful and promotes optimal learning.

Learning in and by the Community: A Work-Integrated Learning Approach to Teaching Journalism

2016 ◽  
Vol 26 (2) ◽  
pp. 202-213 ◽  
Author(s):  
Dianne Jones
Keyword(s):  
Community Service ◽  
Public Service ◽  
Local Community ◽  
Positive Impact ◽  
Learning Approach ◽  
Local Elections ◽  
Integrated Learning ◽  
Approach To Teaching ◽  
Journalism Students ◽  
Work Integrated Learning

This article explores how work-integrated learning (WIL) reporting projects, spanning eight years, enabled authentic learning by journalism students and also provided a valued community service. Students at a regional Australian university interviewed the mayoral and councillor candidates for each of the four-yearly local government area elections from 2008 to 2016 and published their stories online at https://radiojournalismonline.com . This article concludes that a WIL approach to teaching journalism creates an immediate, positive impact on the reputations of student journalists and that the goodwill also extends to their university. The local community sees the student journalists’ coverage of the local elections as a public service. Based on the public’s feedback, voters and candidates alike believed that they were provided with reliable and actionable information.

scholarly journals Role of Clinical Electives on Academic Career: A Cross Sectional Study

2020 ◽  
pp. 21-26
Author(s):  
Sajjad Ali ◽  
Anjuli Devi ◽  
Raja Azhar Humera ◽  
Muhammad Taha Sohail ◽  
Fizza Saher ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Personal Growth ◽  
Professional Growth ◽  
Positive Impact ◽  
Clinical Performance ◽  
Academic Career ◽  
Cross Sectional Study ◽  
Positive Influence ◽  
Cross Sectional ◽  
Medical Undergraduates

Introduction: Clinical Health Electives are an important part of academic curriculum in medical universities throughout the world. Electives are useful in developing personal and professional growth among students. Hence understanding the importance of electives among medical undergraduates on their academic life is important. Materials and Methods: A cross-sectional based study was conducted among medical undergraduates in Karachi, Pakistan. A total number of 300 students from 3rd, 4th and 5th year of MBBS were taken as a sample. Consent was taken from the participants and questionnaire was filled from everyone. Study population was selected who did at least one clinical elective in their whole academic period. Results: According to our analysed results, undergraduate students from both private and public sector medical institutes perceived clinical electives as an advantage to themselves. Majority of the students saw their clinical and academic performances to be on a higher level. This shows that opting for electives regardless of its type (local or international) have proven to be fruitful for the undergraduates’ personal growth and academic career, allowing more scope for understudies to practice and enhance their skills they have only done a limited number of times, which inevitably leads to a steep learning curve. Conclusion: There was a positive influence of clinical electives observed among the students. Overall the academic and clinical performance of the undergraduates enhanced by opting clinical electives and has positive impact on them.

scholarly journals Investigating the effectiveness of mentorship in Work Integrated Learning : a case study of Office Management and Technology students at DUT and MUT

2021 ◽  
Author(s):  
◽  
Sinokholo Victor Mtiki
Keyword(s):  
Undergraduate Students ◽  
Personal Contact ◽  
Policy Statement ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Technology Students ◽  
Office Management ◽  
University Of Technology ◽  
Work Integrated Learning ◽  
The University

Internationally, work Integrated Learning (WIL) is a required component of the National Diploma in Office Management and Technology. WIL is undertaken by undergraduate students with the participation of the academic coordinator from the university and a workplace mentor. Issues around mentorship appear to be one of the main challenges. Mentorship, in this study, is understood to involve an interaction or agreement between student, workplace mentor and university WIL coordinator. The problem identified was that this system is known to lack coordination and focus. The study was conducted at the Durban University of Technology (DUT) and at Mangosuthu University of Technology (MUT). This research employed mixed methods. The quantitative method involved a questionnaire designed to gather the experiences of a sample size of 90 students in all. Semi-structured interviews were also held with the WIL academic assessors from the two Universities, in order to allow them to open up about some sensitive issues. Online open-ended questions were designed and sent to workplace mentors. Similar questions were asked of all the stakeholders. The study concludes that WIL generally lacks sufficient interaction between stakeholders and that therefore the desired outcomes of mentorship are not fully met. While students were satisfied on the whole with the organizations they worked for, they were less happy with the support the universities were providing. The statistics from the students’ questionnaire indicate that not all students were visited while on WIL, while workplace mentors indicated that they are not provided with appropriate guidance from the universities. Electronic communicative support by the universities also proved to be insufficient, with many students indicated that they are not happy with this personal contact they experienced. Manpower and workload were found to be the main challenges faced by the universities in providing sufficient support. There is only one WIL academic assessor responsible for all the students on WIL in each of the universities. The research suggests that the university’s WIL coordinators should undertake a round of visits to companies before the WIL period and, if they have facilities appropriate for offering experiential learning tasks, then they could be formally accredited for this purpose. It is also suggested that the universities offer workplace mentors more formal guidance and an induction programme. There could also be a policy statement as to how many contacts should be made with the students while on WIL. A suggestion is also made that WIL should take place in the second year as well as the third and, if possible, that the WIL period should be extended. All stakeholders confirmed that mentorship plays a huge role in the effectiveness of WIL and that closer interaction between stakeholders would be beneficial.

scholarly journals Effect of undergraduate student age on work-integrated learning preparation and experience

2021 ◽  
pp. 101-112
Author(s):  
Waliu Adegbite ◽  
Cookie M. Govender
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Student ◽  
Learning Experience ◽  
Research Question ◽  
Empirical Studies ◽  
Analysis Data ◽  
The Body ◽  
Integrated Learning ◽  
Student Age ◽  
Work Integrated Learning

Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful.

Global Calls to Action for Work-Integrated Education

2021 ◽  
pp. 257-274
Author(s):  
Nancy Johnston
Keyword(s):  
Scaling Up ◽  
Integrated Learning ◽  
Educational Approach ◽  
Integrated Education ◽  
Multiple Generations ◽  
International Work ◽  
The World ◽  
Integrated Programs ◽  
Work Integrated Learning ◽  
Unique Potential

This chapter provides a brief overview of generational attributes for Generations X and Y and how they impact workplaces. It introduces The Global Co-Operative and Work-Integrated Education Charter that calls for the scaling up of work integrated programs around the world in recognition of their unique potential for bridging gaps between academia and the world of work and positively impacting the multiple generations working therein. More specifically, the charter positions international work-integrated learning as a particularly effective educational approach for developing the critical understandings, insights, and attitudes needed to effectively navigate the multigenerational and multicultural workplaces that typify our increasingly borderless world of work.

Networked Learning and Teaching for International Work Integrated Learning

2013 ◽  
pp. 119-132
Author(s):  
Jennifer Martin
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Student Mobility ◽  
Integrated Learning ◽  
Learning And Teaching ◽  
International Work ◽  
Information Communications Technology ◽  
Base Camp ◽  
Work Integrated Learning ◽  
Central Management

This chapter explores the use of information communications technology (ICT) to support international work integrated learning to provide more understanding of Web-mediated communities. The findings of a study of ICT use by students enrolled in a student mobility course on campuses in Australia and Vietnam reveal that students used a range of university provided commercial software as well as freely available ICT services and tools, particularly social networking sites, during their studies. A major challenge for universities is to provide access to the latest technologies at a cost that is affordable to the institution and its students, which provides the necessary level of reliability, availability, accessibility, functionality, and security. An online central management system or base camp can assist students to navigate the complex technical, social, cultural, and knowledge building opportunities that work integrated learning abroad offers.

Student Experiences with Digital Citizenship: A Comparative Cultural Study

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jenna Kammer ◽  
Kodjo Atiso ◽  
Edward Mensah Borteye
Keyword(s):  
United States ◽  
Cultural Study ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Technology Use ◽  
Student Experiences ◽  
The Internet ◽  
Digital Citizenship ◽  
Fake News ◽  
Ethical Aspects

Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.

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